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  • Parallel catastrophes? Uniqueness, redemption and the Shoah

      Teaching History article
    Nicolas Kinloch’s 1998 review of Michael Burleigh’s Ethics and Extermination in Teaching History, 93, sparked a debate amongst our readers about the teaching of the Holocaust, concerning both rationales and practical approaches. Citing the damage caused to pupils’ understanding by a Spielberg view of history, he emphasised that the rationale...
    Parallel catastrophes? Uniqueness, redemption and the Shoah

  • The International Journal Volume 11, Number 1

      Journal
    Editorial Articles Eleni Apostolidou Teaching and Discussing Historical Significance with 15 year-old students in Greece Manuela Carvalho and Isabel Barca Students' Use of Historical Evidence in European Countries P. Checkley and C. Checkley ‘Future Teachers of the Past' - An initial analysis of Initial Teacher Training students and their preparation...
    The International Journal Volume 11, Number 1

  • Hiroshima and Nagasaki: Introducing students to historical interpretation

      Historian article
    High school history teacher Brent Dyck is one of our Canadian readers. He has offered this item to The Historian as a contribution to our commitment to explore the historical approaches and values that we are seeking to convey to young people and the wider public. We hope that you may...
    Hiroshima and Nagasaki: Introducing students to historical interpretation

  • Creating confident historical readers at A-level

      Teaching History article
    How can we help pupils learn to read historically? Gary Howells explores this question by explaining how he builds reading challenges into the course of his pupils' post-16 studies and by describing some of the tasks that pupils are set and the principles that underpin them. Howells argues that over...
    Creating confident historical readers at A-level

  • 'A lot of guess work goes on': Children's understanding of historical accounts

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated The ESRC-funded Project Chata has collected evidence of children's ideas about the discipline of history and attempted to see if there is any progression in those ideas. Here, Peter Lee describes how Chata has tried...
    'A lot of guess work goes on': Children's understanding of historical accounts

  • Triumphs Show: Making their historical writing explode

      Teaching History feature
    ‘Who hates PEE paragraphs?’ A collective groan resounds around my classroom. ‘Today, Year 10 we are going to master PEE  paragraphs, and make our written historical explanations explode.’ I always remember one deflated Year 10 student who said, ‘Miss, I just don’t get PEE paragraphs. I couldn’t do them in Year 7, and I still...
    Triumphs Show: Making their historical writing explode

  • What’s The Wisdom On... Consequence

      Teaching History feature
    Consequence easily becomes ‘causation’s forgotten sibling’, as Fordham noted, in the title of a workshop presented at the 2012 Historical Association conference. The choice to treat consequence separately from causation in this series of articles is, therefore, a very deliberate one. Yet an emphasis on the importance of consequences should...
    What’s The Wisdom On... Consequence

  • Film: Creating a more positive interpretation of the Middle Ages at Key Stage 3

      Secondary History Workshop Annual Conference 2019
    Popular perceptions of life, politics and morality in the Middle Ages are overwhelmingly negative, a far cry from images being developed by historians through their research. This workshop explores how to tweak and change familiar topics (including the reign of Richard III) to create a more historically accurate, positive and...
    Film: Creating a more positive interpretation of the Middle Ages at Key Stage 3

  • Music, blood and terror: making emotive and controversial history matter

      Teaching History article
    Lomas and Wrenn, co-authors and compilers of the Historical Association’s DfES-funded T.E.A.C.H 3-19 Report (Teaching Emotive and Controversial History), explore further ideas and examples of good practice from issues arising out of the report’s conclusions. Lomas and Wrenn propose five distinct categories of emotive and controversial history that further develop...
    Music, blood and terror: making emotive and controversial history matter

  • Politics, history and stories about the Cold War

      Article
    Interpretation of the Cold War is a fascinating area. Many students begin to study it certain pre-formed ideas – gleaned from their parents, perhaps, or from films or computer games. Historians have interpreted it in different ways – and those who believe in the ‘twenty-year rule’ that historical judgment is...
    Politics, history and stories about the Cold War

  • 'Victims of history': Challenging students’ perceptions of women in history

      Teaching History article
    As postgraduate historians with teaching responsibilities at the University of York, Bridget Lockyer and Abigail Tazzyman were concerned to tackle some of the challenges reported by their students who had generally only encountered women’s history in a disconnected way through stand-alone topics or modules. Their response was to create a...
    'Victims of history': Challenging students’ perceptions of women in history

  • On-demand webinar: Curriculum intent in history: defining ambition under the new Ofsted framework

      Webinar series: Effective practice in the history classroom: responding to the new Ofsted framework
    Webinar series: Effective practice in the history classroom: responding to the new Ofsted framework Session 1: Curriculum intent in history: defining ambition under the new Ofsted framework Key topics:  Curriculum intent and coherence in history Designing a knowledge-rich history curriculum Connecting intent with implementation  This session examines how to articulate...
    On-demand webinar: Curriculum intent in history: defining ambition under the new Ofsted framework

  • The International Journal Volume 4 Number 1

      Journal
    Editorial  Historical Consciousness, Teaching and Understanding History    Articles Peter Lee'Walking backwards into tomorrow' Historical consciousness and understanding history   Robert Guyver and Jon NicholFrom Novice to effective Teacher: a Study of Postgraduate Training and History Pedagogy
    The International Journal Volume 4 Number 1

  • Historical scholarship, archaeology and evidence in Year 7

      Teaching History article
    The stimulus for this article came from two developmental tasks that Barbara Trapani was set during the course of her initial teacher education programme: planning her first historical enquiry and bringing the work of an historian into the classroom. Trapani chose to tackle the two tasks together, using Susan Whitfield’s...
    Historical scholarship, archaeology and evidence in Year 7

  • The History Ledger, podcasts from the Economic History Society

      An HA partnership podcast series with the Economic History Society
    The HA and the Economic History Society are developing a new partnership. Affiliates of the EHS contributed to our Teacher Fellowship programme: Teaching the economic history of colonialism in Africa and Asia. As part of the development of closer links, we are delighted to support the dissemination of The History...
    The History Ledger, podcasts from the Economic History Society

  • Historical and interdisciplinary enquiry into the sinking of the Mary Rose

      Teaching History article
    The raising of Henry VIII’s warship, the Mary Rose, from the sea bed set in train an extraordinary programme of interdisciplinary research, relentlessly pursuing the clues to Tudor life and death provided by the remains of the ship, its cargo and crew. In this article Clare Barnes offers fascinating insights...
    Historical and interdisciplinary enquiry into the sinking of the Mary Rose

  • Are we creating a generation of 'historical tourists'?

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. A trip to the battlefields of the First World War throws into stark relief the challenges presented by work on interpretations related to historical sites. Andrew Wrenn first drew attention to the difficulties of promoting...
    Are we creating a generation of 'historical tourists'?

  • Helping Year 7 make sense of the 1381 revolt

      Article
    David Ingledew was inspired by his participation in the Historical Association ‘People of 1381’ Teacher Fellowship to begin a project using local history in St Albans to disrupt established narratives of the 1381 Revolt. Keen to make the most of the local heritage, Ingledew collaborated with Steve Clarke and John Mitchell...
    Helping Year 7 make sense of the 1381 revolt

  • Recorded webinar: Embracing messiness: the case for returning to disciplinary thinking in history classrooms 

      Webinar series: Embracing messiness: teaching disciplinary thinking in history
    Embracing messiness: teaching disciplinary thinking in history Session 1: Embracing messiness: the case for returning to disciplinary thinking in history classrooms  In recent years, disciplinary thinking has been somewhat overlooked as the 'what' of curriculum has taken the front seat for many schools. This introductory session will explain the rationale for...
    Recorded webinar: Embracing messiness: the case for returning to disciplinary thinking in history classrooms 

  • What Have Historians Been Arguing About... gender and sexuality

      Teaching History feature
    Although they overlap, gender and sexuality are each a distinctive field of historical research. Researching in these fields involves cross-disciplinary work and a range of media and methods. One of the greatest challenges is that of terminology: how to refer to the gender identity or sexuality of a subject in...
    What Have Historians Been Arguing About... gender and sexuality

  • A modest proposal for change in Canadian history education

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Peter Seixas recounts the development of a history education reform project in Canada. Like all good histories, it is a complex story and a matter of unanticipated consequences and ironic narrative twists. Seixas' history is,...
    A modest proposal for change in Canadian history education

  • Chatting about the sixties: historical reasoning in essay-writing

      Teaching History article
    An article about essay writing may not seem the most obvious choice for an issue of Teaching History devoted to creative thinking. Yet, as Christine Counsell so richly demonstrated in her work on analytical and discursive writing, the process of crafting an argument is a highly complex and creative challenge....
    Chatting about the sixties: historical reasoning in essay-writing

  • Stories and their sources: the need for historical thinking in an information age

      Teaching History article
    Please note: this article pre-dates the 2014 National Curriculum and some content may be outdated. Information technology is of no value in itself or by itself: it needs questions to drive it and disciplined forms of thinking to make sense of the answers that it can provide. Inspired by the...
    Stories and their sources: the need for historical thinking in an information age

  • Teaching pupils how history works

      Teaching History article
    In the last edition of Teaching History Jayne Prior and Peter John presented an approach to extended writing that relied upon pupils’ earlier work.1 Pupil indignation was key. Furious at the blandness of some text presented to them, they used their own knowledge of colour, detail and drama to challenge...
    Teaching pupils how history works

  • The International Journal Volume 12, Number 2

      Journal
    Editorial New Zealand - Developing an Historical Empathy Pathway with New Zealand Secondary School Students - Martyn Davidson, University of Auckland Cyprus - Deanna Troi and the Tardis: Does Historical Empathy have a Place in Education? Lukas N. Perikleous, University of Cyprus Brazil - An Investigation of the Ways in which...
    The International Journal Volume 12, Number 2